Large-Scale Psychometric Assessment of the ECERS-3
Co-Principal Investigator: John Sideris
Project Period: 8/1/17 – 7/31/18
Funding Source: U.S. Department of Education Institute of Education Sciences
Anticipated Award: $1,585,103 ($58,374 Contracted)
This project is designed to analyze the psychometric properties of the Early Childhood Environment Rating Scale-3rd Edition (ECERS-3), the latest version of the most widely used tool for assessing quality in early childhood classrooms. The project has three primary goals: (1) validate the ECERS-3, using the scoring system recommended by its authors; (2) refine the tool using item response theory (IRT) to establish an alternative scoring system and investigate the predictive and convergent validity of the subscales created under the alternative; and (3) disseminate findings broadly. Because the ECERS tools are used extensively by state and federal agencies, researchers, and professional development providers, ensuring that the newest version is psychometrically sound is critical for the field of early childhood. Additionally, the alternative scoring will provide users with highly detailed and nuanced information about classrooms that can be used to better assess and support quality.